In education, critical thinking is a student's ability to analyze and evaluate a problem according to some specificity in order to draw a conclusion. Intelligence places limits on personal growth, but adaptability provides assurance in cases where experience has no effect, because "you can rely on your ability to learn, and nowhere is this more important only when what you have learned in the past is no longer sufficient for learning. “future” (67). Teaching goes beyond strengthening intelligence; it is also a mechanism for developing critical thinking. Experience and memory have their limits in fostering systematic thinking, but the addition of adaptability gives an individual the drive to go beyond their scope. Students have relatively few experiences that affect their education, but as human beings they have a fundamental need to evolve. This occurs when previous experiences can no longer influence a student's academic progress. There comes a time when it is necessary for a scholar to go beyond his limits. Adaptability makes this possible because it allows an individual to change their mindset so that it adapts to their situation. As a basic human necessity, adaptation does not need to develop, but a person must be placed in an environment where their adaptive capacity can grow. Sacks discusses the memoirs of Zoltan Torey, a man who was advised to adopt a conventional approach to the treatment of blindness by focusing on an "auditory mode of adjustment" (332). Yet rather than limit his options, Torey “had moved in the opposite direction, deciding instead to develop his inner eye, his power of visual imagery” (332). If he had failed in his attempt, Torey would not only have lost his ability to see, but he would also have lost any chance of developing his sense of hearing as compensation. Placed in a situation with limited options, Torey redefined his